Identifying Subjectivity in Musical Expression and Interpretation

Abstract

Within the area of vocal study, considerable research has been done on the effectiveness of various pedagogical techniques. Voice teachers have widely varying approaches to teaching, and students respond in different ways to these techniques. Along with theories of teaching, many theories of learning and expression exist which have relevance to a study of vocal students in studio seminars. The following study addresses the question of how vocal students develop their musical taste and how studio teachers have influenced their methods of learning, interpreting, and expressing music. It uses as case studies 12 students studying with three voice teachers at a small liberal arts university. Through inquiries of voice professors about their pedagogical techniques,observations in vocal studio seminars and post-observation interviews with students, This studyfinds that these singers’ views do not always match that of their voice teacher. When asked abouthow student/teacher opinions coincide, most of the participants in the interviews said their opinion varied greatly. However, many students said that through vocal study under their current voice teacher, they have developed a keen appreciation for the type of music they are performing.Students have learned to value expressing a message within a piece to an audience, and before they studied under their voice teacher they did not have this focus. Through this study, one can see that students’ views on the music they are learning are somewhat influenced by the pedagogical style of their professor, but other factors also come into play, such as individualinterpretation of a piece, self guided practice, and growing appreciation of music.